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Journal on English as a Foreign Language (JEFL)
  • http://e-journal.iain-palangkaraya.ac.id/index.php
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Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 20881657     EISSN : 25026615     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal on English as a Foreign Language (JEFL) is an open access academic, scholarly peer-reviewed journal and follows a double blind review policy. The Journal is scheduled for publication biannually, in March and September, with the first issue to appear in March 2011. This Journal has been indexed on DOAJ since 2016 and accredited “Sinta 3” as a scientific journal under the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education since 2017.
Arjuna Subject : -
Articles 485 Documents
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Investigating EFL lecturers’ perceived and demonstrated TPACK competence in online and blended language teaching Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.10078

Abstract

In response to the shift to online instruction, English language lecturers in Indonesian higher education are expected to integrate digital tools that embody technological, pedagogical, and content knowledge (TPACK). Prior studies often report only tool use frequency, neglecting whether such use advances language teaching goals. This study investigates Indonesian EFL lecturers’ perceived and demonstrated TPACK competence through their use of digital tools and instructional strategies in online English teaching. This convergent mixed-method study examined 59 EFL lecturers from universities across Java, Sumatera, and Sulawesi. Data were garnered from closed and open-ended questionnaires using digital tools. Quantitative analysis using SPSS showed relatively high perceived TPACK competence, with a mean score of 3.962 (SD = 0.826) on a five-point Likert scale measuring tool selection aligned with TPACK principles. Frequently used tools included WhatsApp and the campus Learning System, while Flipgrid and Google Docs were popular for speaking and writing. Thematic analysis revealed varying TPACK alignment; some lecturers deliberately integrated tools for pedagogy and content, whereas others selected technologies mainly for convenience or institutional constraints. Findings suggest that, despite widespread technology use, stronger pedagogical support and ongoing TPACK-focused professional development are essential for meaningful integration in Indonesia.
Exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (ASD) in English (L2) language acquisition Mufidah, Nida
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.6580

Abstract

Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child
Indonesian EFL teachers Muslimin, Afif Ikhwanul; Khan, Aslam
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7286

Abstract

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.
Indonesian university students Agustin, Santi; Wahyudi, Ribut
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7817

Abstract

Despite the growing research on translanguaging, additional research is still needed, especially in the students
Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning? Rofiq, Annur; Widiati, Utami; Sulistyo, Teguh; Puspitasari, Yunita
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7821

Abstract

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers

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